Supporting NQTs Through Coaching
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This document discusses strategies used at Braunstone Frith Primary School to support new teachers (NQTs). It outlines the recruitment and orientation process for NQTs, as well as ongoing professional development programs like lesson study, IRIS video coaching, and personalized coaching plans. Ofsted and Challenge Partners reviews praised the coaching strategies for strongly improving teaching quality. The coaching helps teachers reflect on their practice and make tweaks that improve student engagement and learning. The school aims to ensure staff want to stay in teaching through getting support structures right, as measured by staff retention and commitment.
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Supporting NQTs Through Coaching
- 1. Supporting & Developing NQTs Germaine Mckinnon Christopher Brown Braunstone Frith Primary School, Leicester
- 2. Context
- 3. Summer 2014
- 4. Recruitment process for NQTs
- 5. Orientation days for NQTs
- 6. So what ?
- 7. Lesson Study and IRIS
- 10. Coaching is a key part of the CPD planner
- 11. OfSTED said… • “The excellent, innovative methods used by leaders and managers to check and improve the quality of teaching are having a strong, positive impact” June 2015
- 12. CHALLENGE PARTNERS: Quality Assurance Review Written Report, January 2016 • A range of highly effective strategies, including the innovative personalised coaching, has strongly improved the quality of teaching since the last review. The quality of work in pupils’ books provides testament to the progress that has been made. The consistency of improvement demonstrates the commitment and dedication of staff. • Personal CPD planners are updated half-termly and show the progress the teachers are making towards their chosen targets. Teachers are much clearer on expectations of their practice and can see how it impacts on learning. The recent Ofsted report (June 2015) stated that: ‘The immediate improvement this [video coaching] has brought about is evident in the consistently good teaching by both newly qualified teachers and established staff.’ As a result of reflecting on individual teaching through video coaching, teaching can be tweaked so pupil response, engagement, participation and overall attitude to learning is improved.
- 13. Future plans
- 14. Any questions for Germaine or Chris?
- 15. Questions for discussion What are the key areas to identify and get right to ensure staff want to stay in teaching and continue teaching in your establishment? How would you know you were getting it right?
- 16. In case you haven’t seen it… • https://irisconnect.wistia.com/medias/xcj479 9a7v
Editor's Notes
- Inner city Leicester primary school High social deprivation Infant & Junior school merged into a primary 2013? 600 on roll 50 staff 1 Head, 2 DHT, 4 AHT – phase leaders Ability grouping am, whole class teaching pm Challenge to reach floor target! OfSTED June 2015 – Good! If you can teach here, you can teach anywhere! Information about the school This is a very large primary school. The deprivation indicator is high and the majority of pupils are known to be eligible for pupil premium; this proportion is much higher than seen nationally. A high proportion of pupils are identified as requiring SEN support but a low proportion has a statement or EHC plan. The large majority of pupils are White British with a wide range of other ethnic minorities making up just over a third of the population. The former infant and junior schools amalgamated in September 2013. There have been two sets of Key Stage 2 results since the amalgamation.
- 8 NQTs!!!! Very ambitious Very scary
- CB Interview Assessment task Teach a short lesson Meet school council Spend the day in school
- CB Information overload!! Policies Work with class and group Contact information Practical – id cards Become united as a group within the school ‘The NQTs’ Met with other staff NQTs hit the ground running in September
- CB perspectives Embedded within the school – A real part of the family! Familiar with School and classroom environment – knowing where you would be working Productive planning during Summer holiday
- Lesson Study was already established in the school – GM came out of class summer 2014. Head had seen a presentation on IRIS and as a school we investigated Decided that as we had 8 NQTs we would invest in IRIS and a consultant to support rather than buy into the local authority NQT programme. Why? Because we wanted to ensure all training was relevant for our school.
- CB Coaching programme SLT mentor Observations Regular and specific feedback Individualised programme that made the difference
- We retained 7 out of the 8 NQTs Development of CPD planners OfSTED report – quality of teaching Challenge Partner Review – couldn’t distinguish who the NQTs were from established staff
- Coaching for coaches Experienced staff Former NQTs as IRIS coaches – happening informally already, champions of the technology NQTs (now RQTs!) have subject responsibility CPD – not staff meetings “If you don’t inspect it, don’t expect it!’ Formalised coaching programme being devised with current coaches in the school to roll out to next cohort of coaches Beginning to look at an NQT to SLT professional development planning. Restricted by budget – other responsibilities and opportunities. Currently 3 members of SLT started their teaching careers as NQTs at BF – what was their success attributed to and how can others follow the lead?